The work book 'Curious Minds Muziekeducatie' is aimed at Dutch primary school teachers. The book is used by teachers who participate in a coaching trajectory based on Video Interaction Coaching. The trajectory is part of PhD research into the effects of coaching teachers in music lessons aimed at creativity development in primary school students. Children love to explore in music settings and by nature have curious minds. Via video coaching, school teachers can further develop their pedagogical and didactical skills to enhance the creative music talent of their students. They can learn to observe and recognise the talented behaviour their students show in music lessons and learn to respond to it appropriately. Furthermore they can learn to elicit these special and teacheable moments. These moments can be described as moments in which the interaction between the teacher and the students is on an optimal level and students are involved in the situated construction of musical knowledge and insight.The coaching is part of PhD research within the department of Developmental Psychology of University of Groningen, and of the research programme of the research group Art Education of Hanze University of Applied Sciences, Groningen. The research is also linked to the Curious Minds research programme of the School of Education of Hanze University of Applied Sciences.
DOCUMENT
Volgens het opleidingsdocument in het hoger onderwijs is het sociaal werk een 'talig'beroep. Maar dat is eenzijdig en onhoudbaar. Kunst en creativiteit kunnen professionals 'meertalig' maken, betogen drie lectoren van verschillende hogescholen. En dat is hard nodig.
MULTIFILE
The dissertation Pathways of Musical Creativity shows that students’ musical creativity can develop in an intervention with Video Feedback Coaching for teachers, mediated by their support of students’ creative autonomy during classroom interactions in music lessons. Autonomy support entails fostering students' self-determined learning by providing space for their own choices and interests. The intervention introduced teachers to music-pedagogical strategies for enhancing classroom interaction in order to transition from a teacher- and method-centered style to a student-centered and autonomy-supportive interaction approach. This PhD research also took the nonverbal components of teachers' autonomy support into account because classroom interaction in music lessons is also nonverbal and musical in nature.Teachers changed their interaction style during the intervention to one that supported more autonomy, and they were less likely to return to mainly instruction and modelling. Although for verbal autonomy support a beneficial effect was observed, teachers found it more difficult to provide higher levels of non-verbal autonomy support in music teaching. In turn, students showed more originality and variation in their creative thinking and acting in music. Although over half of the classes engaged in playing more complex rhythmical patterns over the course of the intervention, at group-level no effect for this aspect was found in comparison to a control group. These findings suggest that in both primary education and teacher education, more focus should be placed on enhancing classroom interaction and supporting students’ creative autonomy support in music lessons.
DOCUMENT
Introduction: The notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of creative autonomy support is introduced. Research into autonomy support is typically focused on verbal interaction. However, from an enactive perspective, teachers’ gesturing, bodily movement, facial expression, and musical action form an integral part of the socially situated interaction in music lessons, inherently involving autonomy support. In the present study, a distinction is made between creative verbal autonomy support and creative musical and non-verbal autonomy support.Methods: Applying a process-based time-serial methodology, rooted in a Complex Dynamic Systems and Enactive perspective, the effects of an intervention with Video Feedback Coaching for teachers were investigated. Video data of 105 music lessons of 18 teachers (intervention and control condition) from six primary schools was gathered, to examine teachers’ creative autonomy support at both the individual and group level.Results: The findings show that teachers in the intervention condition, compared to the control group, achieved a meaningful increase in their ability to offer creative autonomy support verbally. Teachers also showed development for the non-verbal and musical aspects of offering creative autonomy support. However, particularly for offering higher-level creative autonomy support in the non-verbal and musical mode, significant results were found for less than half of the intervention teachers.Discussion: These results underline the importance of embracing and studying the bodily dimension as an integral part of teacher autonomy support, aimed at emergence of students’ musical creativity, in primary school music education and in teacher training. We explain how these results might be relevant for autonomy enhancing musical activities in vulnerable groups.
LINK
Waarom gaan mensen naar festivals? Hoe beleven ze een festival? Waarom komen ze wel of niet terug? Hoe kunnen festivalorganisatoren de motivatie en beleving van bezoekers effectief beïnvloeden? Wat betekenen sociale media voor de festivalbeleving? Antwoorden op deze vragen helpen festivalorganisatoren een uniek festival aan te bieden en effectiever resultaten te behalen en overtuigender te rapporteren naar subsidieverstrekkers en sponsors. Het Crossmedialab, onderdeel van het Kenniscentrum Communicatie & Journalistiek van de Hogeschool Utrecht, heeft onderzoek uitgevoerd naar festivalbeleving. Dit cahier geeft een overzicht van onder zochte theorieën en bevat een integraal overzicht van factoren die van invloed zijn op de festivalbeleving. Nieuwe inzichten en het uniek ontwikkelde model van festivalbeleving biedt onderzoekers, eventprofessionals en vakdocenten kansen voor verder onderzoek en praktische toepassing.
DOCUMENT
Staatssecretaris Marja van Bijsterveldt (CDA) noemde in 2011 de ‘bestrijding van de segregatie an sich geen doel’ en ook Sander Dekker (VVD) nam geen initiatief om segregatie in het onderwijs tegen te gaan. Micha de Winter veegt met die aanpak - of beter, het ontbreken ervan- de vloer aan.
DOCUMENT
